1092 EXPERIMENT STATION RECORD. 



The growing importance of plant physiology in agricultural education, 

 C. E. Bessey (Lijicolii. N'hr.: 1906, pp. 5). — An address before the Society for 

 the Promotion of Agricultural Science, in which tlie evolution of botany teach- 

 ing is traced and the importance of a thorough l-:no\vledge of phmt physiology 

 to the plant pathologist, the plant breeder, and the scientific agronomist is 

 emphasized. 



The farm mechanics laboratory in higher agricultural schools, A. Lonay 

 {Anil. Geiiibloiu; 11 (1907), No. 2, pp. 95-98). — An argument for the establish- 

 ment of farm mechanics laboratories in the higher agricultural institutions of 

 learning. 



Foreign schools of home economics and their creation in France, L. Henry' 

 (Bui. Mens. Off. Benseig. Agr. [Paris], 6 (1901), Nos. 1, pp. .',2-65; 2, pp. 

 113-191; 3, pp. 323-345). — This is a report to the Minister of Agriculture by 

 Professor Henry of the National School of Horticulture at Versailles, who in 

 preparation for this work visited many of the schools and colleges for women 

 in Belgium, Switzerland, and other countries. 



The first part of the report is taken ui» with a discussion of the necessity 

 for special instruction for farmers' daughters, in which it is pointed out that 

 in this respect France compares very unfavorably with Belgium, Germany, 

 Austria, England, and North America. 



A project for tbe organization of instruction in agriculture and domestic 

 economy for the daughters of farmers is outlined. The establishment of three 

 types of schools is recommended: (1) Complementary and professional agri- 

 cultural schools, (2) schools of agricultural home economics, and (3) temporary 

 and movable schools of agricultural home economics. 



The first type of school corresponds somewhat nearly to the practical schools 

 of agriculture for boys in France except that the studies are to be of higher 

 grade and less varied. They are to be elementary finishing schools for 

 farmers' daughters, with a regular course of study covering 2 years and a sup- 

 plementary elective course of 1 year. The subjects to be included in the course 

 of study are pedagogy, French, arithmetic, farm accounts, history, geography, 

 the natural and physical sciences, drawing, and hygiene. The natural sciences 

 will include botany, geology, mineralogy, and zoology, but special attention 

 will be given to domestic economy, horticulture, dairying, poultry culture, and 

 animal husbandry. The report outlines in considerable detail the proposed 

 course of study and the organization and equipment of the schools. This type 

 of school is considered the most important and the one to be most generally 

 established. 



The proposed schools of agricultural home economics correspond to the farm 

 schools for boys in France. There are already 3 such schools, 2 known as 

 dairy schools, and 1 as a school of agricultural home economics and dairying. 



The third type of school is the temporary or movable school of agricultural 

 home economics, corresponding somewhat closely to the winter schools of agri- 

 culture in Germany. It is suggested that after these 3 types of schools are 

 established it would be well to inaugurate one or two superior schools of agri- 

 cultural home economics corresponding to the national schools of agriculture 

 for young men. 



After outlining at some length his project for instruction in home economics 

 in France, the writer describes the various schools and other agencies for the 

 education of young women along lines of agriculture and home economics in 

 Belgium, the Grand Duchy 'of Luxembourg, Alsace-Lorraine, and Switzerland. 

 He also gives a list of schools for young women in Germany not mentioned 

 in his description. 



